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Journal articles on the topic 'Primary school education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 April 2022

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1

R. Solai Raja, R. Solai Raja, S. Banumathi S. Banumathi, and T. Dhanabalan T. Dhanabalan. "Primary School Education in India: An Overview." Indian Journal of Applied Research 3, no. 5 (October 1, 2011): 439–40. http://dx.doi.org/10.15373/2249555x/may2013/135.

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Petkovska, Biljana, Dragana Koceva, Tatjana Ulanska, and Snezana Savin Kirova. "Primary school education." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 2366–70. http://dx.doi.org/10.1016/j.sbspro.2010.03.338.

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3

Ceken, Ramazan. "Primary school teacher education students' misconception on waste." International Journal of Academic Research 6, no. 3 (May 30, 2014): 19–23. http://dx.doi.org/10.7813/2075-4124.2014/6-3/b.3.

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MAIER, Roxana, Ioana GOLU, and Alina MARIAN. "EDUCATION FOR SANOGENOUS BEHAVIOURS IN PRIMARY SCHOOL CHILDREN." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, no. 2 (June 24, 2016): 607–12. http://dx.doi.org/10.19062/2247-3173.2016.18.2.16.

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Tavşancil, Ezel, and Seher Yalçin. "Attitudes of primary school prospective teachers towards art education." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 667–74. http://dx.doi.org/10.18844/gjhss.v2i1.1009.

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Walsh, Grant. "Aboriginal Primary Education." Aboriginal Child at School 15, no. 2 (May 1987): 3–21. http://dx.doi.org/10.1017/s0310582200014826.

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Aboriginal children attending school have special needs that should be recognised and catered for by the school system. This paper will deal with the practical aspects of Aboriginal education. In particular the focus will be on Aboriginal Primary education within Western Australia. The paper also limits itself by addressing issues related to more traditionally oriented Aboriginal groups living in remote communities. However, while the main emphasis is given to more traditionally oriented Aboriginal groups, many aspects can be usefully employed and extended to Aboriginal education in general. Therefore the aim of this paper is to give teachers and educators basic information about Aboriginal education so that they can develop appropriate education programs to meet the needs of the Aboriginal children within their schools.

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Arunkumar, M. C., P. Krishnakumari, Narmada Hidangmayum, and Gangmei Akhuan Rongmei. "Attitudes of Primary School Teachers towards Inclusive Education in Manipur." Journal of National Development 31, no. 2 (December 1, 2018): 115–25. http://dx.doi.org/10.29070/31/58291.

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Muntean, Loredana, and Adina Vesa. "AESTHETICS OF GEOMETRY IN FOLK ART IN PRIMARY SCHOOL EDUCATION." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 1, no. 1 (2017): 45–50. http://dx.doi.org/10.26520/mcdsare.2017.1.45-50.

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9

Tsakiridou, Helen, and Eleni Vavyla. "Probability Concepts in Primary School." American Journal of Educational Research 3, no. 4 (April 11, 2015): 535–40. http://dx.doi.org/10.12691/education-3-4-21.

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ATABEK, Oguzhan, and Sabahat BURAK. "Pre-School and Primary School Pre-Service Teachers’ Attitudes towards Using Technology in Music Education." Eurasian Journal of Educational Research 20, no. 87 (May 30, 2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.3.

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Howarth, Carol. "Spittal Primary School." Improving Schools 4, no. 1 (March 2001): 8–19. http://dx.doi.org/10.1177/136548020100400103.

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Lawrence, Brenda, and Carol Hadyen. "Primary School Exclusions." Educational Research and Evaluation 3, no. 1 (January 1997): 54–78. http://dx.doi.org/10.1080/1380361970030102.

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13

Provázková Stolinská, Dominika. "Education of Future Primary School Teachers at the Department of Primary and Pre-primary Education, Faculty of Education, Palacký University Olomouc." Magistra Iadertina 15, no. 2 (May 25, 2021): 9–18. http://dx.doi.org/10.15291/magistra.3376.

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The objective of the paper was to present the concept of undergraduate preparation of future primary school teachers at the Faculty of Education in Olomouc. This course has had a long tradition in Olomouc, and the current concept of the course is based on an overview of the system of primary education presented in this paper. In addition to this concept, the authors reflect on the needs of primary schools and try to implement these needs within the educational context. The concept of the course focuses not only on students’ theoretical knowledge but primarily on the application sphere. The paper is a partial outcome of the project Development of the concept of undergraduate training of primary school teachers with an emphasis on communication competences.

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Karalar, Halit, Sabri Sidekli, and Bekir Yıldırım. "STEM in Transition from Primary School to Middle School: Primary School Students Attitudes." lnternational Electronic Journal of Elementary Education 13, no. 5 (June 1, 2021): 687–97. http://dx.doi.org/10.26822/iejee.2021.221.

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15

Kelly, Michael, Heather Freed, Peggy Kubert, and Sarah Greibler. "Depression Education As Primary Prevention." Advances in Social Work 18, no. 4 (January 2, 2019): 1206–17. http://dx.doi.org/10.18060/22305.

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Major depression is a treatable and common mental health disorder for youth. Untreated depression is a major risk factor for youth who become suicidal and die by suicide. Recent focus in the school-based literature on creating universal mental health promotion programs have recognized the need for effective depression awareness education programs to assist youth in identifying symptoms of depression in themselves and their peers, and to encourage those youth to seek trusted adults for help. A quasi-experimental design (QED) was employed in two suburban Chicago high schools (n=652) to evaluate the intervention, Real Teenagers Talking About Adolescent Depression (RTTAAD), a video-based universal classroom discussion intervention created by clinical social workers, parents, and youth. The analysis showed that RTTAAD led to statistically significant changes in adolescent knowledge about depression and their stated willingness to seek help from trusted adults at 6-week follow-up compared to a control classroom condition. This study supports the notion that school social workers and other school mental health professionals need to allocate more time to primary prevention work to help build mental health awareness in their school communities and to help prevent depression and suicidal behavior.

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BOZKURT, Mahmut, and Sefik YASAR. "Primary School Teachers’ Views About Global Education in Social Studies Courses." Eurasian Journal of Educational Research 16, no. 65 (September 1, 2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.65.08.

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Maria Oh and 장유진. "Six Korean Primary School Parents’ Perceptions on Primary School English Education." Studies in English Language & Literature 35, no. 1 (February 2009): 271–93. http://dx.doi.org/10.21559/aellk.2009.35.1.014.

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Muhamad, Norhisham Bin. "Understanding Islam Education Teacher Primary School Lesson of the 21st Century." Journal of Advanced Research in Dynamical and Control Systems 12, SP8 (July 30, 2020): 869–73. http://dx.doi.org/10.5373/jardcs/v12sp8/20202590.

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Çıray Özkara, Funda, and Meral Güven. "Identification of Requirements of Primary School Teacher Candidates for Science Education." Journal of Qualitative Research in Education 6, no. 3 (November 27, 2018): 1–27. http://dx.doi.org/10.14689/issn.2148-2624.1.6c3s8m.

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Gejdoš, Miroslav. "OUTLINE OF EDUCATION IN ŽILINA." International Journal of Legal Studies ( IJOLS ) 9, no. 1 (June 30, 2021): 215–25. http://dx.doi.org/10.5604/01.3001.0015.2294.

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In the article, the author gives an outline of education in Žilina since the 14th century. The city of Žilina is the founder of kindergartens, primary schools and primary schools with kindergar-tens, the Spektrum Leisure Centre and the Pivovarská 1 Leisure Centre, school service centres, and 3 primary art schools. The largest art school is the Ladislav Árvay Elementary School of Art, founded in 1927. The author maps the development of education and the character of educa-tion after the revolutionary year of 1989.

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Ju, Yucui, Shuqiong Wang, and Wenxin Zhang. "Intervention research on school bullying in primary schools." Frontiers of Education in China 4, no. 1 (January 21, 2009): 111–22. http://dx.doi.org/10.1007/s11516-009-0007-0.

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22

Yavuz, Alişan, Ebru Özüdoğru, and Fatma Çelik Kayapınar. "Physical Education and Game Education in Pre-School and Primary School." Journal of Physical Education and Sports Studies 11, no. 2 (September 30, 2019): 130–38. http://dx.doi.org/10.30655/besad.2019.22.

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23

Reeves, Graham, and Madeline Capel. "Primary World." Management in Education 3, no. 3 (January 1989): 4–6. http://dx.doi.org/10.1177/089202068900300302.

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Changes in funding and management of maintained primary schools raise issues of promoting and marketing each school. This article explores the consequences of the changes for the survival anddevelopment of a primary school

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24

Iryna, SamoiIova, Havrylenko Tetiana, Kozynets V. Oleksandr, Popadych Olena, and Bondarenko Yuliia. "Сurrent trends in inclusive primary school." Revista Tempos e Espaços em Educação 13, no. 32 (December 13, 2020): 1–20. http://dx.doi.org/10.20952/revtee.v13i32.14961.

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Inclusive education is an important part of the general humanitarian attitude to create equal living conditions and self-realization of various members of society. It is important to diversify approaches to inclusive pedagogy. In particular, the need to take into account age differences in the education of children with disabilities, the need to distinguish inclusive tactics depending on the level of education, the requirement to systematize approaches to inclusive pedagogy from its first structural link and to potentially vocational education. In the system of inclusive education, the primary school occupies a prominent place as the first compulsory educational institution. Aim. The purpose of the article is to consider and analyze current trends in inclusive education in primary school. Methods and instruments. The main research methods are the analysis of the regulatory framework (international policy documents), processing of statistical data, study and generalization of recent publications on the topic with an emphasis on the experience of the leading European countries. Results and conclusion. It is established that the main trends in the development of inclusion at the primary school level are: a) shifting away from specialized schools and classes in favor of increasing inclusive classes; b) finding ways to overcome the inequality of funding for inclusive education in European countries and the inequality of the allocation of the budget that is allocated to the financing of inclusive education ( primary schools); c) active support of inclusive education by the world community, development of basic international documents and programs in order to standardize theoretical, practical and technical approaches to inclusion in primary school; d) finding opportunities to engage in inclusive practices for skilled people with disabilities; e) search for methods of overcoming social and psychological barriers to inclusive education of primary school children; f) a structured approach to inclusive education in primary school; g) development of a single mechanism for initiating inclusive education and monitoring the implementation of the recommendation on inclusive education, determining its effectiveness.Perspectives. Further attention to the trends of inclusive education is quite relevant.We have to understand the current and future vectors of inclusive education in the world. Nowadays, inclusive education becomes a trend and a prerequisite for ensuring the principle of parity in the humanities, ensuring equal conditions for human development.

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25

SEVER, Isiner, and Ali ERSOY. "Becoming a Teacher Educator: Journey of a Primary School Teacher." Eurasian Journal of Educational Research 19, no. 83 (October 1, 2019): 1–22. http://dx.doi.org/10.14689/ejer.2019.83.4.

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26

Worrall, Peter. "Northcote Primary School, Melbourne." Improving Schools 1, no. 3 (November 1998): 4–8. http://dx.doi.org/10.1177/136548029800100302.

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27

Buchanan-Barrow, Eithne, and Martyn Barrett. "Primary school children's understanding of the school." British Journal of Educational Psychology 66, no. 1 (March 1996): 33–46. http://dx.doi.org/10.1111/j.2044-8279.1996.tb01174.x.

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28

Pokorná, J., and P. Jansa. "Physical education teachers and realization of school education programs at primary schools." Studia Kinanthropologica 13, no. 3 (September 30, 2012): 280–87. http://dx.doi.org/10.32725/sk.2012.079.

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29

Чупалова and D. Chupalova. "MULTICULTURAL EDUCATION IN THE PRIMARY SCHOOL." Primary Education 1, no. 4 (October 31, 2013): 24–27. http://dx.doi.org/10.12737/1339.

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The paper is focused on acculturation and effective integration of ethnic minorities into the dominating language and cultural environment. The multicultural education is considered as a factor of enhancing stability in the RF on the basis of peaceful coexistence and close interaction among its various nations and ethnic groups. Multicultural education also helps to deter separatism and nationalism, argues the author.

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30

Gothard, W. P. "Careers Education in a Primary School." Pastoral Care in Education 16, no. 3 (September 1998): 36–41. http://dx.doi.org/10.1111/1468-0122.00100.

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31

Ponomariovienė, Jovita. "INTEGRATED SCIENCE EDUCATION IN PRIMARY SCHOOL." Natural Science Education in a Comprehensive School (NSECS) 27, no. 1 (December 25, 2021): 51–57. http://dx.doi.org/10.48127/gu/21.27.51.

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Nowadays teachers always seek for new ways and methods to raise a creative, motivated individual, who is always willing to learn new things. That brings teachers to an ongoing issue – lack of student motivation. Traditional teaching methods became ineffective with the new generation. To them, all the lessons look the same, boring, and plain, and that’s why teachers have to find new methods, activities, tools to motivate the students to be active, to indulge in the activities and keep their focus throughout all of the lesson. One of the ways to motivate the students is integrated education. The main axis of integration could be science education. A variety of school subjects can be integrated with science education, such as Lithuanian language, mathematics, English, etc. This analysis provides some examples of how, by integrating the Lithuanian language and science lessons, students could be taught to write descriptions, to spell prefixes and proper nouns, and verbal tenses. The integration of mathematics and science could serve to teach students the units of measurement and basics of statistics through research, experiments, and measuring activities. Integration of English provides students with an opportunity to learn the scientific concepts not only in Lithuanian, but also in English. In science education lessons, teachers strive to provide students with the basics of competencies, knowledge, and skills needed to get to know themselves and the world around them. By working with the content of several school subjects at the same time, students acquire a holistic approach, while lesson topics are explored in greater depth. Keywords: motivation, integrated education, science education, lessons.

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Bray, E. "Macro Issues of Mikro Primary School." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 10, no. 1 (July 4, 2017): 1. http://dx.doi.org/10.17159/1727-3781/2007/v10i1a2791.

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Mikro Primary School is an Afrikaans medium public school whose governing body refused to accede to an order of the Western Cape Department of Education to change the language policy of the school so as to convert it into a parallel medium Afrikaans/English school. The Supreme Court of Appeal held that section 29(2) of the Constitution of the Republic of South Africa, 1996, means that everyone has a right to be educated in an official language of his or her choice at a public educational institution to be provided by the State if reasonably practicable, but not the right to be so instructed at each and every public educational institution, subject only to it being reasonably practicable to do so. The court held that the language policy and admission policy of Mikro were not contrary to any provision of the Constitution, the South African Schools Act 84 of 1996, the Western Cape Provincial School Education Act 12 of 1997 or the Norms and Standards. The MEC and the department were prohibited and restrained from compelling or attempting to compel the school or its principal to admit learners for instruction otherwise than in compliance with its language policy and applicable provisions of the Schools Act and the Norms and Standards. The court declared the conduct of the department’s officials to be an unlawful interference with the government and professional management of the school in contravention of section 16 of the Schools Act and prohibited and restrained them from interfering unlawfully. The court rejected a previous interpretation of the term “organ of state” and relied on the Constitution which determines that any institution exercising a public power or performing a public function in terms of any legislation is an organ of state (section 239(b)(ii)). This means that the public school (acting through its governing body) is clearly an organ of state because as an institution it exercises a public-education power and performs public-education functions in terms of the Schools Act, for example.

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Karashash, Zhanadilova, Zhumabayeva Aziya, Arenova Assyl, Ospanbekova Meirgul, Zhanazarova Zagira, and Zhankushkov Bauyrzhan. "Developing metacompetence in future primary school teachers." Cypriot Journal of Educational Sciences 17, no. 1 (January 31, 2022): 294–305. http://dx.doi.org/10.18844/cjes.v17i1.6709.

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The general aim of this study is to determine the development of meta-competences of future primary school teachers. The research was carried out in the fall semester of 2021-2022. The research consisted of 362 volunteer primary school teachers who continue to work in various schools in Kazakhstan. The data collected for the quantitative method in the research through an online questionnaire were analyzed using the SPSS program. Thanks to this wide participation, the meta-competence status of distance education and primary school teachers were emphasized and described. The results demonstrated that the use of innovative education with the blended learning method provides a better understanding of the lesson and that thanks to the meta-competence model of education, a bond is formed between the students who take the course. Finally, it is thought that the repetition of these studies with different methods for primary school teachers will benefit both the field, the educator, and the future primary school teacher candidates. Keywords: Corona Virus (COVID 19), Distance Education, Meta Competence, Pandemic, Technology

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34

Dubiaha, S. M., Y. M. Shevchenko, and V. D. Melash. "EDUCATION FOR SUSTAINABLE DEVELOPMENT AS A GUARANTEE OF QUALITATIVE PRIMARY EDUCATION IN A NEW UKRAINIAN SCHOOL." Scientific Bulletin Melitopol State Pedagogical 2, no. 25 (February 9, 2021): 83–90. http://dx.doi.org/10.33842/22195203/2021/25/83/90.

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35

Nyagah, S. N., and S. W. Luketero. "Transition Rate Of Girls From Lower Primary To Upper Primary, Kajiado County." European Scientific Journal, ESJ 12, no. 7 (March 30, 2016): 418. http://dx.doi.org/10.19044/esj.2016.v12n7p418.

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This study is on factors that influence the girls’ transition rate from lower primary to upper primary in public primary schools of Kajiado County, Kenya. Four study questions guided the study. Literature review focused on international calls on girl’s education among the pastoral communities and the girl’s education in Kenya and Africa at large. The study focused on the factors that influence girls’ education which include the socio-cultural factors, socio-economic factors, school based factors and early teenage pregnancies which include the flight of the girls due to the effects of HIV/AIDS and FGM. The study used the descriptive survey design. The target population for the study was 524 comprising of 14 head teachers and 510 class six girls from all the fourteen public primary schools in Kajiado County. The sample for the study was 14 head teachers, and 16% of the girls (82) in class six from the selected schools. Based on the findings the following conclusions were made: Early marriage was found to be the main cause of girls not graduating to the next higher level of education in public primary schools. Female genital mutilation (FGM) was the second contributing factor to low transition rate of girls. Results on physical facilities had mixed reactions. Majority of the girls (72.5%) belief that lack of physical facilities had no influence on them being or not being in school. This meant that whether the physical facilities are available or not the girls will still continue with their education. Early pregnancies represented by 88.4% most likely to lead to girls leaving school before completing the entire primary cycle. Only 8.7% of the respondents indicated that early pregnancy had no influence on girls being or not being in school. It was found that there was high percentage of girls out of school due to lack of female teachers in their school to act as role models. The study also established that most of the girls from poor households go through FGM as compared to those from rich households, in which case FGM will lead to early pregnancies hence the girl leaving school.

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36

MacGilchrist, Barbara, and Peter Mortimore. "The Impact of School Development Plans in Primary Schools∗." School Effectiveness and School Improvement 8, no. 2 (June 1997): 198–218. http://dx.doi.org/10.1080/0924345970080202.

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37

Campbell, Anne. "The Mentoring School: tensions and dilemmas for Primary schools." Mentoring & Tutoring: Partnership in Learning 2, no. 3 (March 1995): 6–13. http://dx.doi.org/10.1080/0968465950020302.

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38

Petrie, Kirsten, and Jeanette Clarkin-Phillips. "‘Physical education’ in early childhood education." European Physical Education Review 24, no. 4 (April 12, 2017): 503–19. http://dx.doi.org/10.1177/1356336x16684642.

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Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education has become another site for the ‘civilising’ of children’s bodies. Drawing on data from a questionnaire completed by 65 early childhood education centres in Aotearoa New Zealand, we examine the play and physical education ‘curriculum’ and what this may mean for pre-school children’s views of physical activity and health. In light of the evidence that suggests pre-school physical education programmes reinforce achievement of a certain restrictive and narrow model of physical health and activity, we explore the implications for primary school physical education. In doing so we consider how teachers of physical education in primary schools may need to reconsider the curriculum to support young children to regain enthusiasm for pleasurable movement forms that are not centred on narrowly perceived notions of the healthy or sporting body.

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Grădinaru, Silvia. "Educating the sense of rhythm in primary education students." Timisoara Physical Education and Rehabilitation Journal 8, no. 15 (December 1, 2015): 32–35. http://dx.doi.org/10.1515/tperj-2015-0014.

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Abstract Background: Rhythm as a core element of complex coordination is the key to efficient moulding of motor skills specific to sports activities in curricula. Practicing physical exercise in a varied rhythm and tempo in primary school students moulds the skill of achieving correct movement basics (direction, span, coordination, and expressivity). The use of music in sports classes improves kinetics and vestibular sensitivity. The sense of rhythm and tempo are imperative criteria in vocational schools. Purpose: This paper aims to describe a pattern of means selected to develop the sense of rhythm and to allow movements in different sports branches with increased efficiency. Methods: The test battery was applied on a sample of 15 students from the 4th grade of the “Ion Vidu” National Arts College in Timisoara, Romania, aged 9-10 years, over an entire school year, using different rhythms and tempos during sports classes, which were later used in gymnastics, athletic events, and basketball. Results: Data recorded after the application tests, processed and interpreted confirms the proposed assumption and validates the motor contents used. Conclusions: Sense of rhythm is a component of coordinative capacity that is required to be educated from an early age. Rhythmic movements are easier to automate saving energy and motivating students to an active and conscious participation.

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40

Burnitt, Michael, and Helen Gunter. "Primary school councils." Management in Education 27, no. 2 (April 2013): 56–62. http://dx.doi.org/10.1177/0892020613476731.

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Morrison, Keith. "Developing a Whole-school Behaviour Policy in Primary Schools." Pastoral Care in Education 14, no. 1 (March 1996): 22–30. http://dx.doi.org/10.1080/02643949609470951.

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42

Hus, Vlasta, and Polona Jančič Hegediš. "Future Primary School Teachers Attitudes toward Intercultural and Bilingual Education in Primary Schools." Creative Education 09, no. 16 (2018): 2939–49. http://dx.doi.org/10.4236/ce.2018.916221.

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43

Dhillon, Jaswinder K., Colin Howard, and Jayne Holt. "Outstanding leadership in primary education: Perceptions of school leaders in English primary schools." Management in Education 34, no. 2 (November 10, 2019): 61–68. http://dx.doi.org/10.1177/0892020619885942.

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The nature of leadership and management in a school are key to achieving high-quality education for all pupils. Leadership theories and empirical research have sought to identify characteristics of leaders, aspects of the context in which they work and their relationships with others to identify features of successful school leadership. This article reports on findings from a study into outstanding leadership in primary education using Q-methodology. The perceptions of head teachers, deputy head teachers, governors and academics with personal experience of leadership in English primary schools were gathered using Q-sort and analysed with PQ software. Overall, the analysis identified very strong agreement over six statements from a Q-set of 23 statements of outstanding leadership. There were subtle differences between urban and rural school settings.

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44

Aydin, Gozde, Alison Booth, Claire Margerison, and Anthony Worsley. "Food and nutrition education in Australian primary schools: parents' views." Health Education 121, no. 4 (May 12, 2021): 451–64. http://dx.doi.org/10.1108/he-11-2020-0113.

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PurposePrimary schools provide continuous, intensive contact with large numbers of children starting from a young age, thus providing an appropriate setting for the promotion of healthy eating through food and nutrition education (FNE). This qualitative study explores the views of Australian primary school parents about FNE in primary schools.Design/methodology/approachIn total, 19 parents of primary school children from Victoria participated in semi-structured interviews. Audio recordings were transcribed and underwent thematic analysis using Nvivo. A total of three themes emerged: FNE topics currently taught in primary schools, essential food skills and knowledge for primary school children and the importance of FNE.FindingsMost parents thought that FNE is as important as the core subjects of primary school. Parental support for FNE, which is delivered over a prolonged period, and expanded by hands-on content such as cooking and gardening classes was evident. Parents viewed these classes as likely to improve children's food-related knowledge and healthy eating behaviours. Parents expressed appreciation for schools' emphasis on food sustainability and its alignment with school policies and practices. Parents were keen to see more sustainability included in the curriculum.Practical implicationsThese results may have implications for curriculum developers and schools, as the findings can assist the design of food and nutrition curricula for primary schools which can empower children as well as their families to make better food-related decisions.Originality/valueAustralian parents' views of FNE in primary schools have been under examined.

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45

Skamp, Keith. "Environmental Education: Implementation in a NSW Department of School Education Region." Australian Journal of Environmental Education 12 (1996): 61–70. http://dx.doi.org/10.1017/s0814062600004195.

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ABSTRACTSurvey results are described for the perceived, implementation of the NSW Environmental Education Curriculum Statement in one School Region. Data provide a picture of the extent to which schools have documented Environmental Education policies and the amount and kind of implementation at school level. Reference is made to the use of field study centres, community involvement, and the extent and possible impact of professional development opportunities on these measures. Comparisons are made between the primary and secondary sectors. Professional development does appear to have had some impact, and the ‘across curricula’ approach seems to have had partial success. Reasons for the limited involvement of secondary schools are suggested. The extent of primary project work which was occurring appeared encouraging but there were unanswered questions about whole school programs. NSW Government initiatives such as Field Study Centres and the Greening of Schools program appeared to be playing important roles.

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Ibraheem, T. Olanrewaju, Ayorinde Victor OJO, and M. Oluwatoyin Ibraheem. "Opinion of physical education teachers on factors influencing integration of PE into primary education curriculum in Oyo State." Ghana Journal of Health, Physical Education, Recreation, Sports and Dance (GJOHPERSD) 7 (June 1, 2014): 20–36. http://dx.doi.org/10.47963/gjohpersd.v7i.554.

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This paper highlights the opinion of primary school Physical Education (P.E) teachers on the factors influencing integration of physical education into primary education curriculum in Oyo State. The paper tries to examine the meaning of curriculum as advanced by some scholars. It discusses the indispensable need for proper curriculum implementation. Moreover, an important focus of the paper pivots on the factors influencing the integration of Physical Education in primary school curriculum. Descriptive research design was used for this study. The population for this study consists the primary school teachers in Ibadan South West Local Government Area of Oyo State. 149 subjects were served with questionnaire to elicit responses on their opinions regarding factors influencing integration of P.E into primary education curriculum in Oyo State. Descriptive and inferential statistical analyses of chi square (X2) were used to test the hypotheses that were generated at a significant relationship of 0.05 alpha levels. The result of the findings revealed that, time allotted to P.E in primary schools have an influence on integration of P.E in the primary school curriculum. It also revealed that, availability of sport facilities and other infrastructure for P.E classes in primary schools have positive influence on integration of P.E in the primary school curriculum.

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Bedrii, Kh V. "PREPARATION OF THE PRIMARY SCHOOL TEACHER FOR PATRIOTIC EDUCATION OF PRIMARY SCHOOL CHILDREN." Innovate Pedagogy, no. 26 (2020): 9–12. http://dx.doi.org/10.32843/2663-6085/2020/26.1.

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Đurišić, Maša, and Vesna Žunić-Pavlović. "School climate and adaptive characteristics of younger primary school students." Specijalna edukacija i rehabilitacija 20, no. 2 (2021): 93–108. http://dx.doi.org/10.5937/specedreh20-32979.

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Introduction. It has long been established that school climate can influence the course and outcomes of education, but the findings of previous research are inconsistent as to which elements of school climate are crucial for positive outcomes. This paper provides a more detailed insight into the individual contribution of the dimensions and determinants of school climate for adaptive functioning of students. Objective. The objective of the research was to consider the patterns of the relationship between the quality of school climate and its determinants (program, process and material) and adaptive characteristics of students. Methods. The research was conducted in five primary schools in Belgrade. The Charles F. Kettering, Ltd. - CFK School Climate Profile was used to assess school climate, and the TRF Adaptive Functioning Profile was used to assess adaptive characteristics of students. Both questionnaires were completed by primary school teachers. Results. Positive correlations were found between the quality of school climate, program, process and material determinants, on the one hand and, on the other hand, adaptive characteristics of students. Based on the results of regression analysis, the program determinants of school climate were singled out as the only significant predictor. Conclusion. The results of this research confirm that a good school climate, and especially school programs and practices in the domain of learning and teaching, can contribute to adaptive characteristics of students. Based on the obtained results, the paper describes the implications for future research and practice in this field.

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ĽUBOR, TOMÁNEK, ANTALA BRANISLAV, LACZO EUGEN, and CIHOVA IVETA. "Physical Education Lifelong Education of Primary School General Teachers." Fiep Bulletin- Online 87, no. I (January 1, 2017): 245–47. http://dx.doi.org/10.16887/87.a1.61.

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王, 志伟. "On Moral Education Infiltration in Primary School Physical Education." Advances in Physical Sciences 07, no. 02 (2019): 53–57. http://dx.doi.org/10.12677/aps.2019.72006.

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